Deaf Children Learning to Spel

Research in the Teaching of English Nov 1998

Connie Mayer Institute for Christian Studies ; Evie Moskos Toronto Public Health

Abstract

Investigates, in a longitudinal study, the spelling development of young deaf children in the context of an integrated process writing classroom. Identifies/categorizes the spelling strategies employed by deaf writers as print-based, speech-based, and sign-based. Provides insights into the nature of cognitive processes in the deaf child.

Journal: Research in the Teaching of English
Published: 1998-11-01
DOI: 10.58680/rte19983917
Open Access: Closed
Topics: empirical research multilingual writers

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